Support needs, coping, and stress among parents and caregivers of people with Down syndrome

Abstract Differences were examined between three groups of adults with Down syndrome in their behavioral presentation, social life/activities, health, and support needs. We compared those with comorbid dementia, with comorbid psychopathology, and with no comorbid conditions. Adults with comorbid dementia were more likely to be older, have lower functional abilities, have worse health and more health conditions, and need more support in self-care. Adults with comorbid psychopathology were more likely to exhibit more behavior problems and to be living at home with their families. Adults with no comorbidities were most likely to be involved in community employment. Differences in behavioral presentation can help facilitate clinical diagnoses in aging in Down syndrome, and implications for differential diagnosis and service supports are discussed.

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Stop-Dengue: Game for Children and Adolescents with Down Syndrome

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss10.2709 ◽

2020 ◽

Vol 8 (10) ◽

pp. 528-540

Author(s):

Gustavo De Oliveira Andrade ◽

Rosa Maria E. Moreira Da Costa ◽

Vera Maria B. Werneck

Keyword(s):

Down Syndrome ◽

Children And Adolescents ◽

Viral Disease ◽

Active Participation ◽

Educational Game ◽

Dengue Disease ◽

Google Play ◽

Parents And Caregivers

This work aims at presenting an educational game for people with down syndrome with a focus on learning how to prevent and diagnose, viral Dengue disease. STOP-Dengue game was developed considering bibliographic research, a search for apps classified as games on the Google Play platform for smartphones, and a survey applied to a group of parents and caregivers to identify the best kind of educational stimuli for children and adolescents with down syndrome. The game presents details about Dengue viral disease, encouraging the active participation of children in the learning of this subject. A group of students with down syndrome participated in the evaluation of STOP-Dengue. The results showed that participants learned the concepts about Dengue, and the majority were satisfied with the game.

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Down syndrome caregivers' support needs: a mixed‐method participatory approach

Journal of Intellectual Disability Research ◽

10.1111/jir.12791 ◽

2020 ◽

Vol 65 (1) ◽

pp. 60-76

Author(s):

K. M. Hart ◽

N. Neil

Keyword(s):

Down Syndrome ◽

Mixed Method ◽

Participatory Approach ◽

Support Needs

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Comparing differences in support needs as perceived by parents of adult offspring with down syndrome, autism spectrum disorder and cerebral palsy

Journal of Applied Research in Intellectual Disabilities ◽

10.1111/jar.12521 ◽

2018 ◽

Vol 32 (1) ◽

pp. 194-205 ◽

Cited By ~ 6

Author(s):

Chung eun Lee ◽

Meghan M. Burke ◽

Catherine K. Arnold ◽

Aleksa Owen

Keyword(s):

Autism Spectrum Disorder ◽

Down Syndrome ◽

Cerebral Palsy ◽

Autism Spectrum ◽

Spectrum Disorder ◽

Support Needs ◽

Adult Offspring

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Inclusive Education: A Question of Justice

Australasian Journal of Special Education ◽

10.1017/s1030011200023708 ◽

1996 ◽

Vol 20 (2) ◽

pp. 29-39 ◽

Cited By ~ 2

Author(s):

Maureen Whiting ◽

Janelle Young

Keyword(s):

Professional Development ◽

Down Syndrome ◽

Qualitative Study ◽

Primary School ◽

Inclusive Education ◽

Support Needs ◽

Exceptional Children ◽

Exceptional Child ◽

Professional Needs ◽

Integrated Classrooms

This paper presents the findings of a qualitative study of the integration of an exceptional child with Down syndrome into a regular primary school. In investigating the demands made on the teachers in this situation, the researcher attempted to discover personal, professional development and support needs. The data revealed that there were greatly increased demands placed on the teachers of the exceptional child and their personal and professional needs were significant. The study concluded that it is only with adequate professional, financial and moral support of the entire school community that justice for teachers of exceptional children in integrated classrooms is both done and seen to be done.

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